The document discusses program design for developing technological pedagogical and content knowledge (TPACK) based on the educational philosophy of John Dewey. It advocates for designing the program as an experience that is unified, focuses on TPACK, encourages repurposing and creativity, allows for deep play, and has a dramatic quality. This approach aims to create a program with multiple levels of learning from mechanical to generative that are integrated across the program, courses, assignments, students, and instructors.
This document discusses universal design for learning (UDL) and how it can help schools meet the needs of diverse learners in a digital world. UDL is an educational framework based on neuroscience that provides multiple means of representation, engagement, and expression. This allows for flexibility in how students access and demonstrate knowledge. The document provides examples of how UDL principles can be applied to different subject areas like science, history, and algebra. It emphasizes that UDL benefits all students by creating a more inclusive curriculum that adapts to individual needs.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This document discusses how technology can help change science education for students with disabilities. It describes several new tools that allow students to collect and analyze real-time sensor data through computer probes, including the Go!Temp temperature probe, Go!Link sensor interface, Vernier's Logger Lite software, and Pasco's Xplorer datalogger. These tools engage students by giving them hands-on experimentation and making scientific concepts more accessible and interactive.
Teaching adults with learning disabilities colorcarmel6873197
1. The document discusses various challenges faced by students with learning disabilities, including difficulties with inputs, integration, abstraction, memory, language, muscles, time management, social skills, attention, and organization.
2. Techniques are provided to help students with these challenges, such as simplifying instructions, using visual aids, assigning specific tasks, and keeping lessons interactive.
3. Five sample problems are included to demonstrate how to write instructions simply and break tasks into steps to assist students with disabilities like low reading levels, time management issues, poor social skills, short attention spans, and lack of organization.
This document describes a problem-based learning (PBL) e-portfolio created by students. It includes:
1) A scenario where a teacher, Miss Rita, is struggling with an ineffective class and wants help developing her teaching skills.
2) The students analyze the problem, propose explanations, and identify learning issues to research, such as questioning techniques, scaffolding lessons, and effective communication strategies.
3) The portfolio documents the PBL process, from encountering the problem to analyzing it, researching solutions, and evaluating their findings to help Miss Rita improve her teaching.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
The document discusses program design for developing technological pedagogical and content knowledge (TPACK) based on the educational philosophy of John Dewey. It advocates for designing the program as an experience that is unified, focuses on TPACK, encourages repurposing and creativity, allows for deep play, and has a dramatic quality. This approach aims to create a program with multiple levels of learning from mechanical to generative that are integrated across the program, courses, assignments, students, and instructors.
This document discusses universal design for learning (UDL) and how it can help schools meet the needs of diverse learners in a digital world. UDL is an educational framework based on neuroscience that provides multiple means of representation, engagement, and expression. This allows for flexibility in how students access and demonstrate knowledge. The document provides examples of how UDL principles can be applied to different subject areas like science, history, and algebra. It emphasizes that UDL benefits all students by creating a more inclusive curriculum that adapts to individual needs.
Curriculum Overview - full faculty (opening 11-12)eastsideprep
The document provides an overview of a workshop on curriculum preparation and integration. It discusses developing a shared vocabulary, doing integration through big ideas across disciplines, using inquiry components in different subject contexts, and thinking like an assessor in addition to a designer. Sample activities are described to illustrate integration, inquiry, and assessment, including grouping to discuss essential ideas across courses and assessing a student's putting performance using assessment criteria.
This document discusses how technology can help change science education for students with disabilities. It describes several new tools that allow students to collect and analyze real-time sensor data through computer probes, including the Go!Temp temperature probe, Go!Link sensor interface, Vernier's Logger Lite software, and Pasco's Xplorer datalogger. These tools engage students by giving them hands-on experimentation and making scientific concepts more accessible and interactive.
Teaching adults with learning disabilities colorcarmel6873197
1. The document discusses various challenges faced by students with learning disabilities, including difficulties with inputs, integration, abstraction, memory, language, muscles, time management, social skills, attention, and organization.
2. Techniques are provided to help students with these challenges, such as simplifying instructions, using visual aids, assigning specific tasks, and keeping lessons interactive.
3. Five sample problems are included to demonstrate how to write instructions simply and break tasks into steps to assist students with disabilities like low reading levels, time management issues, poor social skills, short attention spans, and lack of organization.
This document describes a problem-based learning (PBL) e-portfolio created by students. It includes:
1) A scenario where a teacher, Miss Rita, is struggling with an ineffective class and wants help developing her teaching skills.
2) The students analyze the problem, propose explanations, and identify learning issues to research, such as questioning techniques, scaffolding lessons, and effective communication strategies.
3) The portfolio documents the PBL process, from encountering the problem to analyzing it, researching solutions, and evaluating their findings to help Miss Rita improve her teaching.
The document provides information about the Flat Classroom Project for elementary school students in grades 3-5. It discusses past Flat Classroom projects that connected hundreds of students from several countries. The current project, "A Week in the Life..." 2012-2, will connect over 500 students from multiple classrooms to learn about similarities and differences in topics like school, food, clothing, and environment. Students will work in teams to research and share multimedia about their weekly lives. The project will run from September to December and involve online collaboration tools like Edmodo, Wikispaces, and Google Docs.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
Reflecting on your journey with the NZ Curriculum "Mapping future directions"...CORE Education
Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar
The document discusses integrating information and communication technologies (ICT) into learning. It notes that ICT skills are increasingly important for students in the digital age. Successful learners are proficient with technology, especially ICT, which can be used as a foundation for learning across all subject areas. ICT offers opportunities for global communication, access to information, and engagement in real-world tasks. When integrated effectively, ICT enhances learning by making the technology seamless for students to use when appropriate.
This document discusses how a teacher integrated technology into classroom lessons to enhance student engagement and learning. It describes students using the internet to research topics, digital tools like Inspiration for brainstorming, and interactive whiteboards and websites for literacy and numeracy activities. Test results showed that students in reading groups made gains of 7-8 reading levels over two school terms by using tailored computer activities to address their specific needs, demonstrating the positive impact of technology on student achievement through increased engagement.
This document provides an overview of numeracy in the New Zealand curriculum. It covers the three strands of mathematics - number and algebra, geometry and measurement, and statistics. [It discusses how numeracy is assessed using the National Standards.] A typical numeracy lesson involves basic facts practice, learning new strategies in groups, and playing games to reinforce strategies. The document suggests ways parents can support numeracy learning at home, such as practicing basic facts and using educational websites. It then presents instructions for several math games that target different skills like addition, ordering numbers, and making 10.
This document provides information about free access for all New Zealand schools to premium electronic resources covering the New Zealand curriculum. It details that the resources include thousands of international magazine and newspaper articles, biographies, audio, video, images and reference works across 190+ country portals and 250 issue portals. These resources offer global news, perspectives and background information on internationally important issues and events through news, video, reference materials, statistics and primary sources.
How do we use the NZ Curriculum to build deep understanding?Virginia Kung
This document discusses how to use the New Zealand Curriculum to build deep understanding in students. It emphasizes activating prior knowledge, scaffolding learning using the SOLO taxonomy, engaging students through their interests and current trends, using evidence-based topics linked to the curriculum, and incorporating technology tools like iPads, Google Docs, and social media to communicate with outside experts. It provides considerations for integrating activities with clear learning intentions and success criteria, as well as opportunities for collaboration. Suggestions are made for localizing resources and making them age-appropriate, along with acknowledging potential challenges to address in professional development for teachers.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
The New Zealand curriculum for health and physical education focuses on student well-being through learning contexts related to health and movement. It is underpinned by four key concepts: well-being, health promotion, socio-ecological perspectives, and the importance of attitudes and values for well-being. The curriculum aims to develop students' knowledge, skills, and attitudes to make informed health decisions and promote well-being both inside and outside the classroom by accepting challenges and taking responsibility. Learning is structured around four strands, achievement objectives, and how the concepts are integrated.
This document discusses opportunities and challenges of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It outlines how ICT can increase student motivation and improve independent learning through opportunities for collaboration. However, it also notes challenges like time constraints, lack of connectivity, and avoiding plagiarism. The document also describes how ICT provides teachers creative ways to deliver content but poses challenges for training and technical support. It proposes using ICT tools like Moodle, Padlet and Screencast-o-matic for showcasing student work and providing feedback as part of the learning process.
ICT refers to information and communication technology tools like laptops, smartboards, and projectors that can enhance classroom learning. Using ICT creates communication, interaction, and input among students, allowing for more participatory and engaging lessons. However, teachers may be reluctant due to lack of experience with new technologies, fear of technical difficulties disrupting lessons, and the additional time needed to plan ICT-integrated lessons. With proper training, ICT has the potential to replace outdated tools and improve the classroom experience.
This document provides information about interactive whiteboards (IWBs) and whiteboard apps. It defines IWBs as smartboards, Promethean boards, or other brands of interactive whiteboards. Research suggests IWBs allow high-quality teachers to reach their full potential by creating engaging interactive learning environments, but are not a substitute for good teaching alone. The document describes features of Smartboards and Promethean boards, and recommends getting students actively involved with the IWBs, such as by adding interactive games or videos. It also introduces several free iPad apps that can function as digital whiteboards, including Educreations, Doceri, and ScreenChomp.
This document discusses various technologies that can be used for teaching and learning in 21st century classrooms, including interactive whiteboards, learning platforms, email, the world wide web, presentations, videos, tablets, and media. Promethean/Smart boards allow for collaborative and interactive lessons through projection and games. Edmodo is a social learning platform similar to Facebook that teachers and students can use for assignments. Email enables interaction and teaches proper online etiquette. The world wide web is a research tool that also shares documents. PowerPoint presentations help visualize lessons. YouTube and TeacherTube share educational videos. iPads act as virtual textbooks through educational apps. Media exposes students to real life and encompasses the technologies discussed. The document argues
Exciting ICT for the Language ClassroomLisa Stevens
Presentation by Lisa Stevens at Hampshire Language Conference on October 15th 2009 about some (mostly free) ICT tools that can be used to enhance teaching and learning in MFL
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
This document provides 37 tips for using an interactive whiteboard in the classroom. Some key tips include hiding answers underneath scribbles of the same color as the background and revealing them later, recording lessons and examples using the recorder tool, and creating self-checking exercises by layering correct and incorrect answers on the board. The tips aim to make lessons more engaging for students and help teachers demonstrate concepts interactively on the whiteboard.
Using SAMR to improve ICT use in the classroomRebecca Davies
This document discusses using the SAMR model to improve technology integration in the classroom. SAMR is a framework that categorizes technology use as substitution, augmentation, modification, or redefinition. Using SAMR can help teachers improve lesson planning, student learning, and student use of technology. It also provides school leaders a tool for supporting teachers in advancing their technology skills along the continuum. The key is implementing SAMR as a learning progression and providing appropriate support to teachers.
This document provides instructions for getting started with a Promethean board, including how to turn it on, connect cables, log into the ActivInspire software, adjust sound settings, use the pen tool, calibrate the board, navigate the dashboard, create and use flipcharts, switch between primary and studio views, and some ideas for how to utilize the board in the classroom like playing videos, using apps, and displaying websites.
The document discusses creating a thinking classroom by fostering a culture of thinking, making thinking visible, and empowering students. It emphasizes setting goals, sharing learning intentions, modeling thinking, and providing constructive feedback. Various thinking tools and strategies are presented to encourage critical, creative, and caring thinking, such as think-pair-share, expert jigsaw, and mind mapping. Resources for further developing thinking skills in students are also provided.
ICT plays an important role in many areas including education, business, healthcare and more. In education, ICT facilitates computer-aided learning and teaching, allowing for online or distance learning. It helps automate school administration tasks like keeping student records and examination results. ICT also enhances communication and data sharing across long distances through tools like email and video conferencing. Overall, ICT helps increase access to information, opportunities for learning and interaction beyond physical or geographical barriers.
Presentation of the role of information and communications technology (ICT) in the school classroom, including a discussion of effective and ineffective use cases, as well as six areas of ICT tools for teachers.
Presented on May, 2016 at University of Queensland, in EDUC7575 'Teaching Science in Primary and Middle Schools' by David Haberlah
Using new technologies in the HE classroom focuses on three main topics:
1) The importance of knowing what learners know through diagnostic assessments and gathering evidence of learning.
2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
This document discusses Moodle, an open-source learning management system, and Pukunui, a Moodle partner company. It provides an overview of what Moodle is, its architecture and standards, as well as its growth in users and sites globally. Pukunui is introduced as an education technology company specializing in Moodle and Mahara with offices in several countries. Services discussed include hosting, support, custom development and training.
Reflecting on your journey with the NZ Curriculum "Mapping future directions"...CORE Education
Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar
The document discusses integrating information and communication technologies (ICT) into learning. It notes that ICT skills are increasingly important for students in the digital age. Successful learners are proficient with technology, especially ICT, which can be used as a foundation for learning across all subject areas. ICT offers opportunities for global communication, access to information, and engagement in real-world tasks. When integrated effectively, ICT enhances learning by making the technology seamless for students to use when appropriate.
This document discusses how a teacher integrated technology into classroom lessons to enhance student engagement and learning. It describes students using the internet to research topics, digital tools like Inspiration for brainstorming, and interactive whiteboards and websites for literacy and numeracy activities. Test results showed that students in reading groups made gains of 7-8 reading levels over two school terms by using tailored computer activities to address their specific needs, demonstrating the positive impact of technology on student achievement through increased engagement.
This document provides an overview of numeracy in the New Zealand curriculum. It covers the three strands of mathematics - number and algebra, geometry and measurement, and statistics. [It discusses how numeracy is assessed using the National Standards.] A typical numeracy lesson involves basic facts practice, learning new strategies in groups, and playing games to reinforce strategies. The document suggests ways parents can support numeracy learning at home, such as practicing basic facts and using educational websites. It then presents instructions for several math games that target different skills like addition, ordering numbers, and making 10.
This document provides information about free access for all New Zealand schools to premium electronic resources covering the New Zealand curriculum. It details that the resources include thousands of international magazine and newspaper articles, biographies, audio, video, images and reference works across 190+ country portals and 250 issue portals. These resources offer global news, perspectives and background information on internationally important issues and events through news, video, reference materials, statistics and primary sources.
How do we use the NZ Curriculum to build deep understanding?Virginia Kung
This document discusses how to use the New Zealand Curriculum to build deep understanding in students. It emphasizes activating prior knowledge, scaffolding learning using the SOLO taxonomy, engaging students through their interests and current trends, using evidence-based topics linked to the curriculum, and incorporating technology tools like iPads, Google Docs, and social media to communicate with outside experts. It provides considerations for integrating activities with clear learning intentions and success criteria, as well as opportunities for collaboration. Suggestions are made for localizing resources and making them age-appropriate, along with acknowledging potential challenges to address in professional development for teachers.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
The New Zealand curriculum for health and physical education focuses on student well-being through learning contexts related to health and movement. It is underpinned by four key concepts: well-being, health promotion, socio-ecological perspectives, and the importance of attitudes and values for well-being. The curriculum aims to develop students' knowledge, skills, and attitudes to make informed health decisions and promote well-being both inside and outside the classroom by accepting challenges and taking responsibility. Learning is structured around four strands, achievement objectives, and how the concepts are integrated.
This document discusses opportunities and challenges of using information and communication technologies (ICT) in the English as a foreign language (EFL) classroom. It outlines how ICT can increase student motivation and improve independent learning through opportunities for collaboration. However, it also notes challenges like time constraints, lack of connectivity, and avoiding plagiarism. The document also describes how ICT provides teachers creative ways to deliver content but poses challenges for training and technical support. It proposes using ICT tools like Moodle, Padlet and Screencast-o-matic for showcasing student work and providing feedback as part of the learning process.
ICT refers to information and communication technology tools like laptops, smartboards, and projectors that can enhance classroom learning. Using ICT creates communication, interaction, and input among students, allowing for more participatory and engaging lessons. However, teachers may be reluctant due to lack of experience with new technologies, fear of technical difficulties disrupting lessons, and the additional time needed to plan ICT-integrated lessons. With proper training, ICT has the potential to replace outdated tools and improve the classroom experience.
This document provides information about interactive whiteboards (IWBs) and whiteboard apps. It defines IWBs as smartboards, Promethean boards, or other brands of interactive whiteboards. Research suggests IWBs allow high-quality teachers to reach their full potential by creating engaging interactive learning environments, but are not a substitute for good teaching alone. The document describes features of Smartboards and Promethean boards, and recommends getting students actively involved with the IWBs, such as by adding interactive games or videos. It also introduces several free iPad apps that can function as digital whiteboards, including Educreations, Doceri, and ScreenChomp.
This document discusses various technologies that can be used for teaching and learning in 21st century classrooms, including interactive whiteboards, learning platforms, email, the world wide web, presentations, videos, tablets, and media. Promethean/Smart boards allow for collaborative and interactive lessons through projection and games. Edmodo is a social learning platform similar to Facebook that teachers and students can use for assignments. Email enables interaction and teaches proper online etiquette. The world wide web is a research tool that also shares documents. PowerPoint presentations help visualize lessons. YouTube and TeacherTube share educational videos. iPads act as virtual textbooks through educational apps. Media exposes students to real life and encompasses the technologies discussed. The document argues
Exciting ICT for the Language ClassroomLisa Stevens
Presentation by Lisa Stevens at Hampshire Language Conference on October 15th 2009 about some (mostly free) ICT tools that can be used to enhance teaching and learning in MFL
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
This document provides 37 tips for using an interactive whiteboard in the classroom. Some key tips include hiding answers underneath scribbles of the same color as the background and revealing them later, recording lessons and examples using the recorder tool, and creating self-checking exercises by layering correct and incorrect answers on the board. The tips aim to make lessons more engaging for students and help teachers demonstrate concepts interactively on the whiteboard.
Using SAMR to improve ICT use in the classroomRebecca Davies
This document discusses using the SAMR model to improve technology integration in the classroom. SAMR is a framework that categorizes technology use as substitution, augmentation, modification, or redefinition. Using SAMR can help teachers improve lesson planning, student learning, and student use of technology. It also provides school leaders a tool for supporting teachers in advancing their technology skills along the continuum. The key is implementing SAMR as a learning progression and providing appropriate support to teachers.
This document provides instructions for getting started with a Promethean board, including how to turn it on, connect cables, log into the ActivInspire software, adjust sound settings, use the pen tool, calibrate the board, navigate the dashboard, create and use flipcharts, switch between primary and studio views, and some ideas for how to utilize the board in the classroom like playing videos, using apps, and displaying websites.
The document discusses creating a thinking classroom by fostering a culture of thinking, making thinking visible, and empowering students. It emphasizes setting goals, sharing learning intentions, modeling thinking, and providing constructive feedback. Various thinking tools and strategies are presented to encourage critical, creative, and caring thinking, such as think-pair-share, expert jigsaw, and mind mapping. Resources for further developing thinking skills in students are also provided.
ICT plays an important role in many areas including education, business, healthcare and more. In education, ICT facilitates computer-aided learning and teaching, allowing for online or distance learning. It helps automate school administration tasks like keeping student records and examination results. ICT also enhances communication and data sharing across long distances through tools like email and video conferencing. Overall, ICT helps increase access to information, opportunities for learning and interaction beyond physical or geographical barriers.
Presentation of the role of information and communications technology (ICT) in the school classroom, including a discussion of effective and ineffective use cases, as well as six areas of ICT tools for teachers.
Presented on May, 2016 at University of Queensland, in EDUC7575 'Teaching Science in Primary and Middle Schools' by David Haberlah
Using new technologies in the HE classroom focuses on three main topics:
1) The importance of knowing what learners know through diagnostic assessments and gathering evidence of learning.
2) The need for teachers and learners to work together using tools like Moodle, argument mapping and video to improve critical thinking.
3) Harnessing students' use of mobile technologies and social media to make the classroom more engaging and help develop skills needed for future jobs.
This document discusses Moodle, an open-source learning management system, and Pukunui, a Moodle partner company. It provides an overview of what Moodle is, its architecture and standards, as well as its growth in users and sites globally. Pukunui is introduced as an education technology company specializing in Moodle and Mahara with offices in several countries. Services discussed include hosting, support, custom development and training.
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
This document outlines techniques for engaging participants in virtual facilitation. It discusses using tools like chat, polling, streaming video, annotation, emoticons and status icons, short instructional videos, and a host/producer role. The goal is to implement techniques that engage participants every 3 minutes, adopt an interactive mindset over a lecture style, and create a compelling visual experience to keep learners engaged.
Crossing the Chasm to Engaging Virtual Facilitation - 08-28-12Cynthia Clay
Learn how to make the leap from face-to-face classroom delivery to the virtual classroom. Learn practical techniques you can apply immediately, as well as learn about myths about webinar delivery and learn how to overcome technology snafus.
Teaching & Learning Conference 2012 Online MarkingRob Jones
Presentation given at Teaching and Learning Conference on the different options available to markers of student work, from simple use of Microsoft Word comments tool to using Turnitin Rubric and Quickmark online marker
Crossing the Chasm to Valuable, Engaging Virtual FacilitationCynthia Clay
This document discusses techniques for creating engaging virtual facilitation. It outlines learning objectives around adopting tools to create engaging virtual experiences. It introduces the presenter Cynthia Clay and covers topics like what can go wrong in virtual events, adult learning principles, transforming the virtual classroom, and tools for interactivity like chat, polling, streaming video, annotation tools, and emoticons. The goal is to apply these techniques to improve an existing virtual program.
This document outlines an agenda for a workshop about exploring iPad apps for creativity. The agenda includes introductions, discussions about creativity and how it relates to innovation, exploring example apps, analyzing apps' affordances and constraints, classifying apps using Bloom's Taxonomy and the SAMR model, and tweaking apps to improve their educational potential. Participants will work individually and in groups to explore apps, discuss how they could be modified, and share their analyses.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
FOR ANY ADULT LEARNING TO TAKE PLACE, FIVE KEY
COMPONENTS SHOULD BE FULFILLED. In ILT sessions we strive to achieve all 5 components in a single / few sessions. Aligning all 5 components for each participant in a learning cohort during a single / few sessions is a herculean task. In this presentation find out learning strategies for 22nd Century
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Learning @school Integrating ICT in the Classroom
1. Integrating ICT into the
Classroom
Joanne Howard
jhoward@tauranga.school.nz
Tuesday, 24 January 2012
2. Teacher of Year 5 class at Tauranga Primary School
4 years teaching experience
Lead ICT teacher
Part of iTeam ICT Cluster
Currently trialling blended learning classroom
Tuesday, 24 January 2012
3. Goals for the
session
✓ Gain some ideas that
you could apply in your
classroom
✓ Sand pit time to check
out some websites
✓ Hands on activity
using the iPads
✓ Share our combined
knowledge/ideas and
questions
Tuesday, 24 January 2012
4. What do we have in Room 6?
5xiMac
4xiPad2
Mimio
Mimio
View
2xFlip
Digital
Camera
Camera
per Team
Wireless Keyboard +
Mouse
Tuesday, 24 January 2012
5. Blended Learning in Room 6
A VARIETY OF DIFFERENT LEARNING TOOLS (NEW AND
TRADITIONAL) USED TO SUPPORT LEARNING AND TEACHING
- KESS AND ZANE (YEAR 5 STUDENTS)
Tuesday, 24 January 2012
6. Planning
Keeping it as easy as possible
Tuesday, 24 January 2012
8. CONSOLIDATION
TEACHER/STUDENT FOLLOW UP TASK FROM ACTIVITY
LESSON/ACTIVITY ON TEXT BOOK/ ON COMPUTERS OR
MIMIO WORKSHEET IPADS
WHAT DOES NUMERACY LOOK LIKE IN ROOM 6
ICT INTEGRATED INTO A NORMAL ROTATION
Tuesday, 24 January 2012
9. MATHS MODELLING BOOKS ON MIMIO IN INTERACTIVE MODE
CREATED SLIDES FOR EACH LESSON IN RELEVANT STAGES
SLIDES ARE INSERTED INTO EACH GROUP’S MODELLING BOOK
Tuesday, 24 January 2012
10. CREATE YOURSELF A
LEARNING PATH
ON DIGISTORE FOR
NUMERACY AND
LITERACY ACTIVITIES
Tuesday, 24 January 2012
11. NZ Maths Basic Facts test-
Easy to take screen shot and input to
eportfolio / learning journals at the start of
each term to see progress
Tuesday, 24 January 2012
13. FRACTIONS PLACE VALUE
BASIC FACTS MEASUREMENT AND
NUMBER SEQUENCING
IPAD APPS
MY FAVOURITE MATHS APPS
Tuesday, 24 January 2012
14. WE LEARN BY DOING SO TAKE A FEW MINUTES TO EXPLORE THE
WEBSITES BY GOING TO THE BELOW WALLWISHER AND THE
IPAD APPS IN THE L@S FOLDERS
SANDPIT TIME
http://www.wallwisher.com/wall/LASNumeracyLinks
Tuesday, 24 January 2012
15. FOLLOW UP TASK SUCH AS
SUMMARISING TEXT/ MAIN
POINTS
USING WIRELESS
KEYBOARD AND MOUSE
- EASY TO CHECK THAT
GROUP IS ON TASK AS
COLLABORATIVE WORK IS
PROJECTED ON CONSOLIDATION ACTIVITY ON
WHITEBOARD COMPUTER
AND FOLLOWING SESSION
READING OR GRAMMAR APP
ONE 45 MINUTE SESSION PER ON THE IPADS
WEEK WITH TEACHER
FOCUSING ON A READING
STRATEGY
- USED TO USE MIMIO
CAPTURE TO RECORD
THOUGHTS AND BREAK DOWN
WORDS BUT IT DETRACTED
FROM THE TEACHING
WHAT DOES READING LOOK LIKE IN ROOM 6?
Tuesday, 24 January 2012
16. Teaching Reading Comprehension
Activating prior knowledge
Building vocabulary knowledge
Inferring
Making connections
Predicting
Questioning
Scanning
Self Monitoring
Skimming
Summarising
Synthesising
Visualising
Tuesday, 24 January 2012
17. Teaching Reading Comprehension
Activating prior knowledge
Building vocabulary knowledge
Inferring
Making connections
Predicting
Questioning
Scanning
Self Monitoring
Skimming
Summarising
Synthesising
Visualising
Tuesday, 24 January 2012
18. MID-TERM
PLAN
WHAT DOES WRITING LOOK LIKE IN ROOM 6?
Ability grouped (usually by National Standards).
Focus on what their next steps are. One lesson whole class intro or
revision of genre then independent tasks. A couple of short
teacher sessions per week on Mimio or Mimio View e.g. Extending
basic sentences by adding detail and description.
Tuesday, 24 January 2012
19. USING MOVIE CLIPS FOR WRITING PROMPTS
BREAKING MOVIE DOWN INTO PARTS LEADS TO EASY PARAGRAPHING
Tuesday, 24 January 2012
20. One off Writing Task
Once a week
opportunity
for creative
writing
Tuesday, 24 January 2012
21. Procedural writing unit
4 Group rotation which included -
• 1/2 group cooking whilst other 1/2 take
photos on ipads or flip cameras
• Follow up task to create procedure using
Comic life on iMac or Strip Designer on iPad
• Watch movie on ipad or projector sequencing
procedure for peppermint creams
• Complete procedure activity from BBC
Skillwise
Tuesday, 24 January 2012
22. Comic Life to make a personalised book for ESOL student new to NZ.
Children took photos and lots of oral language took place before writing
the simple sentences that followed the same pattern and used a template.
Tuesday, 24 January 2012
23. Comic Life art- use a basic shape as a
template and fill with word art
Tuesday, 24 January 2012
24. +
HTTP://BLABBERIZE.COM/
Tuesday, 24 January 2012
25. Current Events
Kiwi Kids News- National/International/Sporting and
Weird news events re-written for kids
Tuesday, 24 January 2012
27. FAVOURITE LITERACY APPS
Problem
Reading/Oral Writing/ Spelling/ Solving/
Language Presenting Grammar General
Knowledge
Tuesday, 24 January 2012
28. NEXT STEP FOR ME-
FOR EACH SMALL GROUP TO CREATE A PICK
A PATH STORY USING KEYNOTE -
DISPLAYING THE KEY COMPETENCIES
LEARNING INTENTIONS
✓ TO WORK AS A TEAM-
(SHARING IDEAS AND
RESPONSIBILITIES)
✓ TO THINK CREATIVELY
✓ TO MANAGE TIME AND MEET
DEADLINES
✓ TO USE KEYNOTE INDEPENDENTLY
AND EFFECTIVELY
✓ TO TEACH SMALL GROUPS IN TERM 2
HOW TO MAKE A PICK A PATH STORY
Tuesday, 24 January 2012
29. 5 MINUTES MORE SANDPIT TIME TO EXPLORE THE LITERACY
WEBSITES
http://www.wallwisher.com/wall/LASLiteracyLinks
Tuesday, 24 January 2012
30. TURN YOUR COMPUTER,
IPAD, IPHONE OR IPOD
TOUCH INTO A READING
POST.
ALSO GREAT FOR SMALL
GROUP TEACHING OF
APPLICATIONS ON IPADS
BELKIN ROCKSTAR
$38/40 FROM JB HI-FI
Tuesday, 24 January 2012
31. INQUIRY
MOTIVATION WAS CHANCE TO SHARE THEIR FINDINGS CREATIVELY - RATHER THAN JUST
A POSTER
Tuesday, 24 January 2012
32. STORYROBE-
ABLE TO IMPORT
PHOTOS AND ADD
VOICE OVER WHILST
CHANGING
PICTURE WITH A TAP
OF THE SCREEN.
VERY EASY APP TO USE
AND FINAL PRODUCT
CAN BE EMAILED OR
UPLOADED TO
YOUTUBE.
STORY ROBE ON IPAD
OTHER SIMILAR APPS ARE STORY KIT AND SONIC PICS LITE
Tuesday, 24 January 2012
33. YOUR EXIT PASS HOME
USING THE STORY ROBE APP AND THREE OF THE
PHOTOS ALREADY IN THE IPAD, COME UP WITH A BRIEF
COMMENTARY- 5 MINUTES TO CREATE
THINK OF ONE OR TWO WAYS THAT YOU COULD USE THIS
APP IN YOUR CLASSROOM
SHARING OF IDEAS AND ONE OR TWO MOVIES
PLEASE FILL OUT YOUR FEEDBACK FORM
THIS PRESENTATION WILL BE UPLOADED TO THE CORE
WEBSITE THIS WEEKEND
YOUR GOAL UPON LEAVING- APPLY ANY NEW LEARNING
WITHIN THE NEXT FOUR DAYS
Please feel free to contact me
jhoward@tauranga.school.nz
Tuesday, 24 January 2012